Child Development 3-12 Part 2: Ages 6 to 9 Oklahoma Cooperative Extension Service Core In-Service February 12, 2010 9:00-11:00 a.m.

Oklahoma Cooperative Extension ServiceCore In-Service February 12, 2010 9:00-11:00 a.m.

Debbie Richardson, Ph.D.Parenting Assistant Extension SpecialistHuman Development & Family ScienceOklahoma State University

Child Development 3-12Part 2: Ages 6 to 9

1Introduction2Welcome

Centra instructions

Overview of in-service

Resource materials

2In-Service Objective3Extension Educators will be able to describe growth, tasks, behaviors, and abilities of 6 to 9 year-old children including physical, cognitive, emotional, and social development.

MIDDLE CHILDHOOD3Domains of Development4Physical CognitiveSocialEmotional

Ages 5-7, skills in all domains are emergingAges 6-8, beginning to consolidate growth in all domainsLearning fundamental communication, math and problem-solving skills Expanding social and community awareness

Combine in an integrated, holistic fashion to yield the growing whole child.4Physical DevelopmentAges 6-95Growth6Rate of physical growth is slower occurs in spurtsOften 3-6 growth spurts a year, each lasting about 8 weeksHeight: Generally 2 to 2.5/yearWeight: Average 5-7 lbs./yearLoss of front primary teeth and emergence of permanent teeth about age 6-7 replace about 4 teeth per yearEyes reach maturity in size and functionBrain growth slows - has almost reached adult sizeHead circumference increases about 1 Gradual growth of faceInfection-fighting lymphoid tissues (i.e., tonsils, adenoids)

Developmental time frames should serve as a rough estimate rather than exact schedule of how development will unfold. However, failure to meet certain milestones may be indicative of possible developmental delays.

Children should have regular well-child visits to ensure healthy development

May have growing pains

6Individual Development7Significant differences in appearance including height, weight and buildHeredity, nutrition, normal developmental variation and physical activity can all affect rate of growth & developmentAAP recommends well-child visits at 5, 6, 8, and 10 years

Motor Abilities & Skills8Fine and large motor skillsMuscle coordination and control are still uneven and incompleteMuscular strength, hand-eye coordination, and stamina continue to progress rapidly allowing older children the ability to perform increasingly complex physical tasks (e.g., dance, sports, musical instruments)Skills/abilities influenced by growth, age, level of practice performing tasks, and individual childs innate abilities

By age 5-6Large motor

Fine motor

9Stand on one foot for 10 seconds or longerHopSomersaultSwingSkip

Copy geometric patterns and print some lettersDraw a person with a bodyUse fork, spoon, and sometimes table knife properlyAble to take care of basic hygiene (e.g., bathing, teeth, toliet)

Refer to resource materials9By age 8-910More graceful with movements and abilitiesMaster eye-hand coordinationManipulative skills increaseDresses and grooms self completelyCan use tools more effectivelyGood printing and writing

Sleep11Need about 9-11 hours per night Increasing demands from school, sports, other activitiesTV, computers, video games, caffeine can lead to difficulty falling asleep, nightmares and disruptionsSleep problems, disorders commonPoor/inadequate sleep can lead to mood swings, behavioral problems, cognitive problems that impact ability to learn in school

Consistent sleep schedule and bedtime routineQuiet, private timeBedroom dark, cool and quiet, no TV or computersAvoid caffeine

Cognitive DevelopmentAges 6-912Cognitive Development - PiagetPreoperational Stage: 2-7 yrs Concrete Operational Stage: 7-12 yrsThought processes (operations) become organized and integrated with one another allow logical thought Ability to classify objects in multiple ways, order objects in a logical sequenceMake rational judgments and perform operations about concrete or observable phenomenaAbstract thinking, yet still limited (no hypothetical or complex abstractions)

13This is the idea that some changes can be undone by reversing an earlier action. An example is the ball of clay that is rolled out into a snake piece of clay. Children at this stage understand that you can regain the ball of clay formation by rolling the piece of clay the other way. Children can even conceptualize the stage in their heads without having to see the action performed. 13Cognitive Development - Piaget14Better understanding of time and space, but not yet able to correctly place events in time sequenceSome reversibility - quantities moved can be restored (e.g., 3+4 = 7 and 7-4 = 3), understand changes in form of objectDeductive reasoning ability to draw conclusions from given facts & infoRelativism realize others thoughts & perspectives differ from own, can be wrong themselves, their own and others thoughts/feelings do not reflect realityPreviously had to manipulate physically to understand14The Evolving Brain15Continued brain development underlies changes in cognitive skillsDifferent parts of the brain start to function more effectively as a coordinated systemNewly developed functions enable children to coordinate their thinking and their behaviors more effectivelyPre-frontal cortex is still immature the part responsible for good judgment and control of impulses

Metacognition16Process of thinking about thinkingAutomatic awareness of own knowledge and ability to understand, control, and manipulate their cognitive processesBegins to think about own behavior and see consequences for actionsCan think through actions and trace back events that happened to explain situations

16Thinking17Dramatic increase in real-world knowledge expanding experiences outside homes, in schools and communitiesFantasy thinking gives way to logical thinking, distinguish between real & pretend, understand cause-and-effectOccasionally revert to pre-logical thinking patterns under stress - normal and results from a healthy, active imaginationIncrease in speed and capacity of memory processing allows handling more complex problems; can consider 2 or more aspects of a problem

17Thinking18Learn to control attention and concentrate for longer periods of time - can obtain and use information more efficientlyPracticing and paying attention can improve remembering new thingsAbout age 6, begin to internalize strict moral rules of behavior (right or wrong) - Can understand and apply rules, make judgments, and want rules strictly followedAble to develop simple plans before acting, to achieve goals, more reliable without adult supervision

Attention and Learning19Rarely can sit for longer than 15-20 minutes for an activityAttention span gets longer with ageMay begin projects but finish fewmore about exploringBest learn through activitiesCan talk through problems to solve them requires more adult time and childs sustained attention

Language20Continually increasing vocabularyBy age 8, can understand about 20,000 wordsSpeak with more precisionBegin to understand a word may have different meaningsBegin to read and write

By age 5-621Recall parts of a story, tell longer storiesSpeak sentences of more than 5 wordsUse future tenseRecite address correctlyCount 10 or more objectsCorrectly name at least 4 colorsKnow about common items such as money, food, appliancesMost learn to read by age 6-7, but some as early as 4-5Simple math, addition & subtraction

By age 8-9 (3rd/4th grades) 22Can count backward and understand fractionsReading a paragraph extends beyond deciphering words to understanding contentWriting extends beyond correct spelling and penmanship to composing a sentence and start paragraphsEnjoy playing strategy gamesEnjoy word play (e.g., puns, insults) to exercise and show off growing cognitive & language abilitiesMostly think in present terms, but may think about the future

Social & Emotional DevelopmentAges 6-923

Psychosocial Development Erikson

Initiative Vs. Guilt (Purpose)About 3 to 6 yearsFeel free to act, create, express self creatively, and take risks.

Industry Vs. Inferiority7-11 yearsBusily learn to be competent and productive or feel inferior and unable to do anything well. Tries to develop a sense of self-worth by refining skills.24Evolved from psychoanalytic tradition expanding Freuds theory.

Focus on emotional development.

Struggle between 2 emotional states one positive, the other negative push and pull the individual creating tension and posing unique interpersonal problems.

Industry vs. Inferiority Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority.

The healthy developing child learns to master the more formal skills of life: Relating with peers according to rulesProgressing from free play to play that may be elaborately structured by rules and may demand formal teamworkMastering academic skills

The child who successfully resolves earlier crises is trusting, autonomous, and full of initiative will learn easily enough to be industrious. Sense of work and accomplishment.

Immobilized by inferiority, is

Mistrusting child will doubt the future. Shame and guilt-filled child will experience defeat and inferiority.24Expanding Social World25Spend more time outside their homes, in school, with peers, and in activities with other adults and without adults presentHave increased freedom and autonomy to explore the worldBecome less dependent on family and less self-centeredGreater physical and cognitive capacities make it possible to be more responsible for tasks at home and schoolVery energetic, like to make things, take risks, and are interested in accomplishing a taskNeed to develop a sense of mastery or competence by performing tasks without adult help

25Expanding Social World26Changes from fantasy play where imagination is key element to rules-based games with objective to win a competition regulated by rulesMore capable of playing a larger number of children for longer periods of time and sticking to rules of a gameBelonging and acceptance by peers becomes very important concern; no longer look to only adults for gratificationVery concerned with justice and fairnessDevelop and show social skills (i.e., empathy, compassion) by observing effect of their own and others behaviors toward others

Strict understanding about what is right and wrong. What is viewed as fair or equal is important. If standard is violated they can be verbally or physically aggressive in attempt to get even.26Emotions27Usually able to articulate thoughts and feelingsAlthough no less articulate than girls, many boys are not as expressive mainly due to socialization to be masculineBy age 9, most boys have successfully learned to repress feelings except anger tend to be more physically oriented in self-expression

Common fears include monsters, the dark, the unknown, school, failure, death, family problems, and rejection

6 Year-Olds28Emotions up and downThrives on approvalPossessive with belongings; not yet able to distinguish mine & yoursResponds negatively at first then cooperatesHas trouble compromisingDifficulty making choicesLikes to help with routines

Plays best with one friend rather than large groupNeeds to be reminded of instructionsMoney and rewards of greater interest

Capable & independent

Love-hateCan be much confusion and trouble between self and others then quiets down287 Year-Olds29Plays easily with othersWants to be part of a groupMay be self-absorbed, moody,Becoming more aware of self and othersSensitive to others feelings; may feel others dislike them, are critical or poking funDislikes individual praise

Does not listen or take correction wellResponds well to rewardsProcrastinates, easily distracted, short memory, tunes out; loses interest suddenlyVery competitive and does not know how to loseLies because of immaturityImmature sense of ownershipFights with wordsMore modest about body

Tests limits with determination298 Year-Olds30More outgoing and self-confidentMore self-aware and self-judging; dislikes being teased about shortcomingsCan respond rapidly to instructionsPrefers hint/cue rather than a direct order; responds to glanceAsks for praise; wants time, attention, affection, approvalTells tales with some truthDramatic, impatient, demandingLikes to argue, compete, criticize

Easily disappointed if people dont behave as wishedTalks a lot and gossipsCannot lose gracefullyInterested in & concerned about possessions

Friends of same sex important

Signs of growing independence test growing knowledge with back talk and rebellion

Learns through others mistakes

309 Year-Olds31Quieter; more self-control; can spend more time aloneIncreasingly self-confident, independent, responsible, dependable, cooperativeLikes to pleaseLikes organized activities; likes to be chosenFriendships are more solidSometimes temperamental May resist/rebel authority and being told what to do

Great interest in fairnessGroup standards more important than parental standardsDemanding /critical of others and selfSelf-involved; may not hear when spoken to; may appear absent-minded or indifferentShows anger at parents but is loyal to family, friendsTakes criticism or commands better if carefully phrased

Interests expanding beyond home and family31Related IssuesAges 6-9

32Peers & Friendships33Develop ability to communicateUnderstand others points of viewEnable functioning as part of a groupLearn social rules Develop personality through interactionOpportunities for give and take, negotiation of differences, shared experiences, mutual trustNaturally curious about relationships between genders, but peer group usually consists of same-sex friendships and typically deny interest in opposite sex

Positive peer relationships serve as protective factor for at risk youth.

Refer to fact sheet33Self-Concept34Shift in self-esteem continue to develop a sense of self and how perceived by othersMeasure own worth in a more objective way based on social acceptance and own sense of competenceParents who demonstrate close relationship, acceptance, define clear limits for activities and behaviors, and respect childs stage of development and unique individuality help build high self-esteemHigher self-esteem can better develop ways to resist risk factors for aggression, violence, and other negative behaviorsSelf-esteem tends to be strong and resilient during middle childhood. Children typically confident, adventurous, and certain of capabilities.

Recognize they are being judged on ability to obtain socially valued goals (e.g., school, sports).

Refer to Self-esteem fact sheet34Stress35Growth & developmentSchoolPeersScheduleProblems at homePressure to conform to expectations from family, teachers, other adults

Refer to Stress fact sheet35Relationships with Parents36Change as childrens competence and autonomy increaseParents need to share their control over childrens lives with the children themselvesParents need to change parenting strategies to incorporate: reasoningreinforcement of childrens understanding of right & wrongproblem-solving & prosocial skillsuse of humor

36Discussion & Questions

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What added to your knowledge?

What are some key messages for parents? For child care providers?

How might you use this information?37

Wrap-upWatch video clip and review resource materials

In-service evaluation

Next Session on Ages 10-12: Friday, Feb. 19, 911am

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Submit questions or comments about this session or for next session.

Post recording of session. 38